Thesis
Affordances of immersive virtual learning environments for English language learners' engagement in oral language fluency tasks
Washington State University
Master of Arts (MA), Washington State University
2017
Handle:
https://hdl.handle.net/2376/100657
Abstract
This paper explores the affordances of immersive virtual learning environments (VLE) for engaging English language learners (ELLs) in oral language fluency tasks, based on the premise that ELLs' development of oral language fluency could be facilitated if they are engaged in such tasks. Task engagement has been shown to contribute to increased learning. An engaging task is marked by salient features such as social interaction, authenticity, learner autonomy, interest, and practice. Accordingly, this study investigates the affordances of immersive VLEs for ELL engagement in oral fluency tasks, how they use these affordances, and how they perceive their engagement in an immersive VLE; the search adventure Minecraft was chosen as the VLE context. Findings of the study show that ELLs could be engaged in oral language tasks in this environment; the implications for classroom learning include that teachers could facilitate ELLs' oral language fluency acquisition with Minecraft tasks in an immersive VLE if they purposefully create engaging tasks.
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Details
- Title
- Affordances of immersive virtual learning environments for English language learners' engagement in oral language fluency tasks
- Creators
- Chioma Cynthia Ezeh
- Contributors
- Joy Egbert (Degree Supervisor)
- Awarding Institution
- Washington State University
- Academic Unit
- Teaching and Learning, Department of
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University; [Pullman, Washington] :
- Identifiers
- 99900525110401842
- Language
- English
- Resource Type
- Thesis